Preparation of the Nursing Students Towards a Competent Action in the Field of Disasters

Interdisciplinary and interinstitutional simulation and cooperation: development of nursing students competencies in disaster

“…2 Nevertheless, considering that most disaster situations are unpredictable events, making it difficult to apply practical knowledge combined with theory, the use of teaching/learning strategies that allow nursing students the ability to analyze and explore these contexts, enabling the development of professional skills, is determined. 2,4,[7][8] This premise substantiates the importance of adopting simulated practice as a teaching/learning methodology, allowing to replace or expand real experiences and facilitate the understanding and management of this type of events as well as the development of nursing students' skills very close to those they could experience in real contexts. 5,[8][9][10][11][12][13] Withal, due to the complexity of simulating scenarios of this nature, capable of promoting greater critical reflection in students, opposing fragmented and disjointed actions, it is justified to clarify a way to mobilize these contents without losing the boundaries.…”

“…[21][22] Specifically in the field of disasters, training with real simulated exercises and the use of digital simulation methodologies (allowing students to integrate immersive sensations that are perceived as natural parts of that same environment) 22 are an excellent opportunity to test the effectiveness of protocols and emergency plans for specific equipment and materials, promoting the opportunity for the various response agents to develop individual and team skills and abilities. 7 They also allow the structured analysis of the response to an event of this nature and identify points for improvement, validation and updating of prevention and response plans and decision-making. More than their practical utility, they raise awareness of the importance of a culture of prevention and safety.…”

“…Likewise, they become aware of their strengths and weaknesses to overcome the existing gap between theory and practice and improve the body of knowledge in this domain, allowing for more concerted and effective prevention and relief actions as well as better management of available resources. [7][8] Given the above, it appears that nursing teaching quality, its scientific activity and its differentiated care practice, in this specific domain, may benefit from the implementation of these partnerships, in the sense of a greater confluence necessary for the construction of effective collaboration and work networks between institutions with responsibility for prevention and relief in disaster situations. 2,11 This process contributes to a better definition of thematic areas to face present and future challenges, allowing to define and build study plans that are more adequate to students' training needs, which are closer to current demands, needs and social and environmental transformations.…”

Simulação e cooperação interdisciplinar e interinstitucional: desenvolvimento de competências do estudante de enfermagem em desastres

“…[21][22] Especificamente no domínio de desastres, o treino com exercícios reais simulados e o recurso a metodologias de simulação digital (permitindo aos estudantes a integração de sensações imersivas que são percebidas como partes naturais desse mesmo ambiente) 22 constituem uma excelente oportunidade para testar a eficácia dos protocolos e planos de emergência dos equipamentos e materiais específicos, promovendo a oportunidade, aos diversos agentes de resposta, de desenvolver competências e capacidades individuais e de equipe. 7 Permitem, de igual forma, a análise estruturada de resposta a um evento desta natureza e identificar pontos de melhoria, validação e atualização dos planos de prevenção e resposta e de tomada de decisão. Mais do que a sua utilidade prática, proporcionam uma sensibilização para a importância de uma cultura de prevenção e segurança.…”

“…2 No entanto, considerando que as situações de desastre, na sua maioria, são eventos imprevisíveis, dificultando a aplicação do conhecimento prático aliado à teoria, determina-se o recurso a estratégias de ensino/aprendizagem que permitam aos estudantes de enfermagem a capacidade de análise e exploração desses contextos, possibilitando o desenvolvimento de competências profissionais. 2,4,[7][8] Essa premissa substancia a importância da adoção da prática simulada como metodologia de ensino/aprendizagem, permitindo substituir ou ampliar experiências reais e facilitar a compreensão e gestão desse tipo de eventos, assim como o desenvolvimento de competências do estudante do Curso de Licenciatura em Enfermagem muito próximas das que poderiam vivenciar em contextos reais. 5,[8][9][10][11][12][13] Contudo, devido à complexidade em simular cenários dessa natureza, capazes de promover nos estudantes maior reflexão crítica, contrariando ações fragmentadas e desarticuladas de agir, justifica-se clarificar uma forma de mobilizar esses conteúdos sem perda das fronteiras da profissão.…”